Overview
In this unit, you will explore cognitive and sensory impairments in and on the lives of the older person. You will apply the principles of advanced nursing knowledge, law, ethics, and professional attributes in the provision of best practice nursing care for the older person with cognitive and/or sensory impairment. You will apply and justify nursing clinical decision-making in the assessment, planning, implementation and evaluation of nurse-led and collaborative care that aims to maintain or enhance the cognitive and sensory capabilities of the older adult.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2024
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from SUTE unit comment report.
I have enjoyed this subject and the feedback I received.
Unit coordinator to continue to provide timely, constructive and in depth feedback to student assessments.
- Investigate cognitive and/or sensory function impairment and the impact of these impairments in and on the lives of older people.
- Apply contemporary nursing knowledge, ethical, legal, and professional practice concepts to the nursing care of older adults experiencing cognitive and/or sensory impairment.
- Critically discuss complex nursing care management of the older adult who has cognitive and/or sensory impairment in your context of specialty practice.
- Justify the nursing care of an older adult experiencing cognitive and/or sensory impairment in your context of nursing practice.
There is no external accreditation linked to this unit.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Presentation - 40% | ||||
| 2 - Written Assessment - 60% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Knowledge | ||||
| 2 - Communication | ||||
| 3 - Cognitive, technical and creative skills | ||||
| 4 - Research | ||||
| 5 - Self-management | ||||
| 6 - Ethical and Professional Responsibility | ||||
| 7 - Leadership | ||||
| 8 - Aboriginal and Torres Strait Islander Cultures | ||||
Textbooks
Gerontological nursing: A holistic approach to the care of older people
(2021)
Authors: Vafeas, C., & Slatyer, S.
Elsevier
Chatswood Chatswood , NSW , Australia
ISBN: 978-0-7295-4367-5
Binding: eBook
Additional Textbook Information
This textbook is available as an ebook through the CQU library.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Academic Learning Centre services
- Access to MIMS through the university library
- CQ U library search engines for research articles
- CQUniversity library literature search tools
- Microsoft Word
- Wordprocessing, spreadsheeting and powerpoint software
- Zoom account (Free)
- Zoom app on your smart phone or access to Zoom on your laptop
- Endnote bibliographic software. This is optional for formatting references.
- Online access Australian Standards (through CQU Library)
- CQUniversity Library Nursing Resources
- CQUniveristy Library Resources
- Zoom (both microphone and webcam capability)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
a.monson@cqu.edu.au
l.jack@cqu.edu.au
Module/Topic
Healthy Ageing.
Chapter
Complete the readings and activities as outlined in the Module. Review Assessment One Task Information.
Events and Submissions/Topic
Recorded Zoom - Welcome and unit introduction. Located in the 'Introduction Tile'
Activity – Access the General Discussion page and introduce yourself to your colleagues by providing your:
- Name
- Where you work
- Why you are studying MCN.
Assessments 1 and 2 - Review the assessment tasks and make a study plan.
Foundations of Academic Integrity Program - complete your annual program.
Announcement and Discussion Boards - Check for posts and updates.
Module/Topic
Person-centred Care.
Chapter
Complete the readings and activities as outlined in the Module.
Events and Submissions/Topic
Recorded Zoom - Person-centred Care and Healthy Ageing. Located in Module under 'learning material'.
Announcement and Discussion Boards - Check for posts and updates.
Module/Topic
Physical Assessment.
Chapter
Complete the readings and activities as outlined in the Module. Begin to review and research Assessment One.
Events and Submissions/Topic
Zoom Tutorial - Q & A. Please see the module for the link and the date and time.
Announcement and Discussion Boards - Check for posts and updates.
Module/Topic
Psychological and Cognitive Assessments.
Chapter
Complete the readings and activities as outlined in the Module. Continue working on Assessment One.
Events and Submissions/Topic
Recorded Zoom - Comprehensive Assessment. Located in Module under 'learning material'.
Announcement and Discussion Boards - Check for posts and updates.
Module/Topic
Nursing Knowledge and Law
Chapter
Complete the readings and activities as outlined in the Module.
Events and Submissions/Topic
Zoom Tutorial - Please see the module for the link and the date and time.
Announcement and Discussion Boards - Check for posts and updates.
Module/Topic
Vacation week.
Chapter
Please use this mid-term break as an opportunity to rest and recover. Enjoy your break!
Events and Submissions/Topic
No timetabled learning activities.
Please use this week to progress your assessments.
Module/Topic
Ethics and the Profession.
Chapter
Complete the readings and activities as outlined in the Module.
Events and Submissions/Topic
Recorded Zoom - The Four Paradigms of Nursing. Located in Module under 'learning material'.
Announcement and Discussion Boards - Check for posts and updates.
Presentation Due: Week 6 Wednesday (21 Aug 2024) 5:00 pm AEST
Module/Topic
Age-Related Changes.
Chapter
Complete the readings and activities as outlined in the Module. Review Assessment Two Task Information.
Events and Submissions/Topic
Zoom Tutorial - Q & A: Please see the module for the link and the date and time.
Announcement and Discussion Boards - Check for posts and updates.
Module/Topic
Delirium, Dementia and the importance of Mental Health.
Chapter
Complete the readings and activities as outlined in the Module. Review and research for Assessment Two.
Events and Submissions/Topic
Recorded Zoom - Common Presentations the ED. Located in Module under 'learning material'.
Announcement and Discussion Boards - Check for posts and updates.
Module/Topic
Sensory Deficits (Taste, Hearing & Vision).
Chapter
Complete the readings and activities as outlined in the Module. Continue working on Assessment Two.
Events and Submissions/Topic
Zoom Tutorial - Q & A: Please see the module for the link and the date and time.
Announcement and Discussion Boards - Check for posts and updates.
Module/Topic
Cardiovascular Conditions and Sensory Impairment
Chapter
Complete the readings and activities as outlined in the Module.
Events and Submissions/Topic
Recorded Zoom - Coroners Case - Death in Aged Care. Please see the module for the link and the date and time.
Announcement and Discussion Boards - Check for posts and updates.
Module/Topic
Stimulating Cognitive and Sensory Functioning
Chapter
Complete the readings and activities as outlined in the Module.
Events and Submissions/Topic
Zoom Tutorial - Q & A: Please see the module for the link and the date and time.
Announcement and Discussion Boards - Check for posts and updates.
Module/Topic
Deterioration and the Older Adult.
Chapter
Complete the readings and activities as outlined in the Module.
Events and Submissions/Topic
Zoom Tutorial - Q & A: Please see the module for the link and the date and time.
Announcement and Discussion Boards - Check for posts and updates.
Case Study Due: Week 12 Wednesday (2 Oct 2024) 5:00 pm AEST
Module/Topic
Nil.
Chapter
Nil.
Events and Submissions/Topic
Nil.
Module/Topic
Nil.
Chapter
Nil.
Events and Submissions/Topic
Nil.
1 Presentation
Aim
The aim of this assessment is to critically discuss management strategies to prevent complications associated with cognitive impairment from a Traumatic Brain Injury (TBI) resulting from falls to promote better health outcomes for older adults.
Instructions
Prepare and deliver a nine-slide presentation to discuss five management strategies to prevent complications associated with cognitive impairment that occurred from a TBI secondary to falls in an older adult.
Please follow the steps below to complete your assessment task:
- The first slide will include your name and the title of your presentation.
- Slide 2 define cognitive impairment, provide an overview of TBI, and the impact of falls on TBI incidence and cognitive function.
- Slide 3 use current literature to discuss how the location of the injury determines the extent of cognitive effects, including mild memory impairment to severe impairment, behavioural and psychological symptoms, and safety risks.
- Slide 4 assesses the person’s cognitive and sensory function, for example, behavioural, psychological, neurological, and physical functionality. Use appropriate screening tools and techniques to identify impairments and their impact on daily functioning.
- Slide 6 discuss your assessment findings that apply contemporary nursing knowledge, and ethical, legal, and professional practice concepts to the nursing care of the older adult with a TBI.
- Slide 7 present the importance of cognitive assessments for older adults with cognitive decline to prevent complications associated with TBI.
- Slide 8, explain and justify the most appropriate nursing care approaches to address cognitive decline and reduce complications associated with TBI experienced by older adults and relate this to your healthcare facility.
- Slide 9 presents your reference list.
Week 6 Wednesday (21 Aug 2024) 5:00 pm AEST
Submit your assessment in Microsoft PowerPoint format only.
Week 8 Wednesday (4 Sept 2024)
Students will be advised of release of assessment marking via an announcement posted to the Announcement's Board on the Unit Moodle site. Please note, this 'Return to Students Information' is an approximate date.
Assessment Two – Written Assessment Student Name:
|
Key Criteria |
High Distinction 84.5–100% |
Distinction 74.50–84.49% |
Credit 64.50–74.49% |
Pass 49.50–64.49% |
Fail <49.5% |
TOTAL |
|
Introduction and conclusion (10%) |
(10–8.5 The written assessment has a clear and succinct introduction and conclusion conveyed using the student’s own words. The introduction provides excellent background information and outlines the direction of the assessment, and the conclusion succinctly summarises the key points and is written in the student’s own words. |
(8.4–7.5) The written assessment has a clear introduction and conclusion conveyed using the student’s own words. The introduction provides good background information and outlines the direction of the assessment, and the conclusion summarises most key points and is written in the student’s own words. |
(7.4–6.5) The written assessment has an adequate introduction and conclusion conveyed using the student’s own words. The introduction provides some background information and outlines the direction of the assessment, and the conclusion summarises some key points and is written in the student’s own words. |
(6.4–5) An introduction and conclusion have been attempted and conveyed using the student’s own words. The introduction provides limited background information and an outline of the case study’s direction, and the conclusion has a few key points and is written in the student’s own words. |
(4.9–0) The introduction has significant errors or omissions of aims and direction of content or the introduction is not provided and/or is not conveyed using the student’s own words. The logical direction of the assessment is unclear. The conclusion does not summarise the assessment or is omitted and is not written in the student’s own words. |
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|
Impact of Cognitive Impairment (20%) |
(20–17) The written assessment demonstrates a thorough understanding of the emotional and practical challenges faced by older adults with cognitive impairment and their caregivers. The impact of cognitive impairment on the lives of older adults, considering the themes of confusion, dependence, empathy, and the importance of companionship depicted in the poem have been comprehensively discussed and is conveyed in the student’s own words.
|
(20–17) The written assessment demonstrates a clear understanding of the emotional and practical challenges faced by older adults with cognitive impairment and their caregivers. The impact of cognitive impairment on the lives of older adults, considering the themes of confusion, dependence, empathy, and the importance of companionship depicted in the poem have been comprehensively discussed and is conveyed in the student’s own words |
(20–17) The written assessment partly provides a good understanding of the emotional and practical challenges faced by older adults with cognitive impairment and their caregivers. The impact of cognitive impairment on the lives of older adults, considering the themes of confusion, dependence, empathy, and the importance of companionship depicted in the poem have been comprehensively discussed and is conveyed in the student’s own words |
(12.9–10) The written assessment lacks some content that indicates an understanding of the emotional and practical challenges faced by older adults with cognitive impairment and their caregivers. the impact of cognitive impairment on the lives of older adults, considering the themes of confusion, dependence, empathy, and the importance of companionship depicted in the poem have been comprehensively discussed and is conveyed in the student’s own words |
(9.9–0) There is minimal, incorrect, or omitted content of the emotional and practical challenges faced by older adults with cognitive impairment and their caregivers. The impact of cognitive impairment on the lives of older adults, considering the themes of confusion, dependence, empathy, and the importance of companionship depicted in the poem is limited or omitted and/or content is not written in the student’s own words. |
|
|
Implications of the Poem of Dementia Care Practices (25%) |
(25-15.5) Concise and comprehensive discussion is conveyed in the student’s own words on the implications of the poem for dementia care practices in the student’s area of specialty, including communication strategies, caregiver support, and person-centred care approaches. |
(15.4-12.4) A concise discussion is conveyed in the student’s own words on the implications of the poem for dementia care practices in the student’s area of specialty, including communication strategies, caregiver support, and person-centred care approaches. |
(12.3- 9.4) Mostly concise discussion is conveyed in the student’s own words on the implications of the poem for dementia care practices in the student’s area of specialty, including communication strategies, caregiver support, and person-centred care approaches. |
(9.3-6) A discussion is provided and is conveyed in the student’s own words; there are some gaps in the implications of the poem for dementia care practices in the student’s area of specialty, including communication strategies, caregiver support, and person-centred care approaches. |
(5.9-0) There is minimal or no discussion of the implications of the poem for dementia care practices in the student’s area of specialty, including communication strategies, caregiver support, and person-centred care approaches and/or content is not conveyed in the student’s own words. |
|
|
Critical Analysis -Justification of compassionate care (30%) |
(30–25.5) Concise and comprehensive justification of compassionate care is conveyed in the student’s own words. Content includes ethical, legal, and professional practice concepts for the care of older adults experiencing cognitive impairment. Three strategies for providing a compassionate and person-centred care approach have been comprehensively discussed, supported by valid and relevant research, and is conveyed using the student’s own words. |
(25.4–22.4) Concise justification of compassionate care is conveyed in the student’s own words. Content includes ethical, legal, and professional practice concepts for the care of older adults experiencing cognitive impairment. Three strategies for providing a compassionate and person-centred care approach have been consistently discussed, supported by valid and relevant research, and is conveyed using the student’s own words. |
(22.3–19.4) Mostly concise justification of compassionate care is conveyed in the student’s own words. Some content includes ethical, legal, and professional practice concepts for the care of older adults experiencing cognitive impairment. Three strategies for providing a compassionate and person-centred care approach have been discussed, supported by valid and relevant research, and is conveyed using the student’s own words |
(22.3–19.4) Some justification of compassionate care is conveyed in the student’s own words. Some content is limited in ethical, legal, and professional practice concepts for the care of older adults experiencing cognitive impairment. Three strategies for providing a compassionate and person-centred care approach is limited, however is supported by valid and relevant research and is conveyed in the student’s own words. |
(14.9–0) There is minimal or no justification of compassionate care. Discussion of ethical, legal, and professional practice concepts for the care of older adults experiencing cognitive impairment including three strategies for providing a compassionate and person-centred care is limited or omitted and/or is not supported by valid and relevant research and/or is not conveyed in the student’s own words. |
|
|
Professional writing and presentation (10%) |
(10–8.5) Content is students own work, clear, accurate, and presented in a logical, succinct order demonstrating a comprehensive understanding of the topic. There are no errors in English grammar, spelling, and punctuation. The language of the discipline is comprehensively used. The assessment is substantiated with a minimum of 15 contemporary peer-reviewed journal articles. Formatting requirements applied without error. Adheres to the word count. |
(8.4–7.5) Content is students own work, frequently clear, correct, and presented logically, demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 1 error. The language of the discipline is frequently used. The assessment is substantiated by 13-14 contemporary peer-reviewed journal articles. Formatting requirements applied with minimal error. Adheres to the word count. |
(7.4–6.5) Content is students own work, mostly clear, correct, and presented logically, demonstrating a sound understanding of the topic. English grammar, spelling, and punctuation conventions have 2 errors. The language of the discipline is mostly used. The assessment is substantiated by 11–12 contemporary peer-reviewed journal articles. Formatting requirements applied with some error. Adheres to the word count. |
(6.4–5) Content is students own work, frequently clear, correct, and presented logically, demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 3 errors. The language of the discipline is used. The assessment is substantiated by 9-10 contemporary peer-reviewed journal articles. Formatting requirements applied with moderate error. Adheres to the word count. |
(4.9–0) Content is not students own work, consistently unclear or incorrect and disorganised demonstrating insufficient understanding of the topic. English grammar, spelling, and punctuation conventions have ≥4 errors. The language of the discipline is infrequently or incorrectly used. The assessment is substantiated by 8 or fewer contemporary peer-reviewed journal articles. Formatting requirements are inaccurate or not applied. Deviates +/- 10% of the word count. |
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Referencing (5%) |
(5–4.25) Acknowledges all sources and meets APA (7th Edition) referencing standards with no errors. Literature cited is published in the last 5 years and sourced from the CQUniversity library. |
(4.2–3.8) Acknowledges majority of sources and/or meets APA (7th Edition) referencing standards with 1 error. Literature cited is published in the last 5 years and sourced from the CQUniversity library. |
(3.75–3.55) Acknowledges most sources and/or meets APA (7th Edition) referencing standards with 2 errors. Literature cited is published in the last 5 years and sourced from the CQUniversity library. |
(3.50–2.5) Acknowledges sources and/or meets APA (7th Edition) referencing standards with 3 errors. Some literature cited is published in the last 5 years and sourced from the CQUniversity library. |
(3.50–2.5) Multiple sources not acknowledged and/or ≥4 APA (7th Edition) referencing errors or references not provided and some references are not sourced from the CQUniversity library. |
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TOTAL |
||||||
- Investigate cognitive and/or sensory function impairment and the impact of these impairments in and on the lives of older people.
- Apply contemporary nursing knowledge, ethical, legal, and professional practice concepts to the nursing care of older adults experiencing cognitive and/or sensory impairment.
- Critically discuss complex nursing care management of the older adult who has cognitive and/or sensory impairment in your context of specialty practice.
- Justify the nursing care of an older adult experiencing cognitive and/or sensory impairment in your context of nursing practice.
2 Written Assessment
Aim
The aim of this assessment is to critically analyse the poem "Do Not Ask Me to Remember " by Owen Darnell to gain insights into dementia care, and the importance of empathy and understanding in supporting older adults with dementia and their caregivers.
Instructions
You are writing an academic essay that requires you to critically reflect on the implications of the poem for dementia care practices and develop strategies for providing compassionate and person-centered care to individuals with dementia. Your discussion is to be substantiated with current evidence-based literature.
Please follow the steps below to complete your task:
1. Read the provided poem, "Do Not Ask Me to Remember," and reflect on its themes and messages.
Do not ask me to remember
Do not ask me to remember,
Don’t try to make me understand,
Let me rest and know you’re with me,
Kiss my cheek and hold my hand,
I’m confused beyond your concept,
I am sad and sick and lost.
All I know is that I need you,
To be with me at all cost.
Do not lose your patience with me,
Do not scold or curse or cry.
I can’t help the way I’m acting,
Can’t be different though I try.
Just remember that I need you,
That the best of me is gone,
Please don’t fail to stand beside me,
Love me ‘til my life is done.
Owen Darnell
2. Provide a brief introduction outlining the aim of your assessment (approximately 100 words).
3. Investigate the impact of cognitive impairment on the lives of older adults, considering the themes of confusion, dependence, empathy, and the importance of companionship depicted in the poem (approximately 450 words).
4. Consider the implications of the poem for dementia care practices in your area of specialty, including communication strategies, caregiver support, and person-centered care approaches (approximately 450 words).
5. Justify compassionate nursing care for older adults experiencing cognitive impairment within the context of your nursing practice (approximately 1500 words). Your justification should relate to:
- Contemporary nursing care practices to provide care and comfort based on individual needs and preferences.
- Ethical, legal, and professional practice concepts for the care of older adults experiencing cognitive impairment.
6. Develop three strategies for providing compassionate, person-centred care to individuals with dementia based on the insights gained from the poem (approximately 300 words).
7. Provide a concise conclusion summarising the main concepts in your assessment (approximately 200 words).
Week 12 Wednesday (2 Oct 2024) 5:00 pm AEST
Submit your assessment in Microsoft Word format only.
Exam Week Wednesday (16 Oct 2024)
Students will be advised of release of assessment marking via an announcement posted to the Announcement's Board on the Unit Moodle site. Please note, this 'Return to Students Information' is an approximate date.
Assessment Two – Written Assessment Student Name:
|
Key Criteria |
High Distinction 84.5–100% |
Distinction 74.50–84.49% |
Credit 64.50–74.49% |
Pass 49.50–64.49% |
Fail <49.5% |
TOTAL |
|
Introduction and conclusion (10%) |
(10–8.5) The written assessment has a clear and succinct introduction and conclusion conveyed using the student’s own words. The introduction provides excellent background information and outlines the direction of the assessment, and the conclusion succinctly summarises the key points and is written in the student’s own words. |
(8.4–7.5) The written assessment has a clear introduction and conclusion conveyed using the student’s own words. The introduction provides good background information and outlines the direction of the assessment, and the conclusion summarises most key points and is written in the student’s own words. |
(7.4–6.5) The written assessment has an adequate introduction and conclusion conveyed using the student’s own words. The introduction provides some background information and outlines the direction of the assessment, and the conclusion summarises some key points and is written in the student’s own words. |
(6.4–5) An introduction and conclusion have been attempted and conveyed using the student’s own words. The introduction provides limited background information and an outline of the case study’s direction, and the conclusion has a few key points and is written in the student’s own words. |
(4.9–0) The introduction has significant errors or omissions of aims and direction of content or the introduction is not provided and/or is not conveyed using the student’s own words. The logical direction of the assessment is unclear. The conclusion does not summarise the assessment or is omitted and is not written in the student’s own words. |
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|
Impact of Cognitive Impairment (20%) |
(20–17) The written assessment demonstrates a thorough understanding of the emotional and practical challenges faced by older adults with cognitive impairment and their caregivers. The impact of cognitive impairment on the lives of older adults, considering the themes of confusion, dependence, empathy, and the importance of companionship depicted in the poem have been comprehensively discussed and is conveyed in the student’s own words.
|
(20–17) The written assessment demonstrates a clear understanding of the emotional and practical challenges faced by older adults with cognitive impairment and their caregivers. The impact of cognitive impairment on the lives of older adults, considering the themes of confusion, dependence, empathy, and the importance of companionship depicted in the poem have been comprehensively discussed and is conveyed in the student’s own words |
(20–17) The written assessment partly provides a good understanding of the emotional and practical challenges faced by older adults with cognitive impairment and their caregivers. The impact of cognitive impairment on the lives of older adults, considering the themes of confusion, dependence, empathy, and the importance of companionship depicted in the poem have been comprehensively discussed and is conveyed in the student’s own words |
(12.9–10) The written assessment lacks some content that indicates an understanding of the emotional and practical challenges faced by older adults with cognitive impairment and their caregivers. the impact of cognitive impairment on the lives of older adults, considering the themes of confusion, dependence, empathy, and the importance of companionship depicted in the poem have been comprehensively discussed and is conveyed in the student’s own words |
(9.9–0) There is minimal, incorrect, or omitted content of the emotional and practical challenges faced by older adults with cognitive impairment and their caregivers. The impact of cognitive impairment on the lives of older adults, considering the themes of confusion, dependence, empathy, and the importance of companionship depicted in the poem is limited or omitted and/or content is not written in the student’s own words. |
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Implications of the Poem of Dementia Care Practices (25%) |
(25-15.5) Concise and comprehensive discussion is conveyed in the student’s own words on the implications of the poem for dementia care practices in the student’s area of specialty, including communication strategies, caregiver support, and person-centred care approaches. |
(15.4-12.4) A concise discussion is conveyed in the student’s own words on the implications of the poem for dementia care practices in the student’s area of specialty, including communication strategies, caregiver support, and person-centred care approaches. |
(12.3- 9.4) Mostly concise discussion is conveyed in the student’s own words on the implications of the poem for dementia care practices in the student’s area of specialty, including communication strategies, caregiver support, and person-centred care approaches. |
(9.3-6) A discussion is provided and is conveyed in the student’s own words; there are some gaps in the implications of the poem for dementia care practices in the student’s area of specialty, including communication strategies, caregiver support, and person-centred care approaches. |
(5.9-0) There is minimal or no discussion of the implications of the poem for dementia care practices in the student’s area of specialty, including communication strategies, caregiver support, and person-centred care approaches and/or content is not conveyed in the student’s own words. |
|
|
Critical Analysis -Justification of compassionate care (30%) |
(30–25.5) Concise and comprehensive justification of compassionate care is conveyed in the student’s own words. Content includes ethical, legal, and professional practice concepts for the care of older adults experiencing cognitive impairment. Three strategies for providing a compassionate and person-centred care approach have been comprehensively discussed, supported by valid and relevant research, and is conveyed using the student’s own words. |
(25.4–22.4) Concise justification of compassionate care is conveyed in the student’s own words. Content includes ethical, legal, and professional practice concepts for the care of older adults experiencing cognitive impairment. Three strategies for providing a compassionate and person-centred care approach have been consistently discussed, supported by valid and relevant research, and is conveyed using the student’s own words. |
(22.3–19.4) Mostly concise justification of compassionate care is conveyed in the student’s own words. Some content includes ethical, legal, and professional practice concepts for the care of older adults experiencing cognitive impairment. Three strategies for providing a compassionate and person-centred care approach have been discussed, supported by valid and relevant research, and is conveyed using the student’s own words |
(22.3–19.4) Some justification of compassionate care is conveyed in the student’s own words. Some content is limited in ethical, legal, and professional practice concepts for the care of older adults experiencing cognitive impairment. Three strategies for providing a compassionate and person-centred care approach is limited, however is supported by valid and relevant research and is conveyed in the student’s own words. |
(14.9–0) There is minimal or no justification of compassionate care. Discussion of ethical, legal, and professional practice concepts for the care of older adults experiencing cognitive impairment including three strategies for providing a compassionate and person-centred care is limited or omitted and/or is not supported by valid and relevant research and/or is not conveyed in the student’s own words. |
|
|
Professional writing and presentation (10%) |
(10–8.5) Content is students own work, clear, accurate, and presented in a logical, succinct order demonstrating a comprehensive understanding of the topic. There are no errors in English grammar, spelling, and punctuation. The language of the discipline is comprehensively used. The assessment is substantiated with a minimum of 15 contemporary peer-reviewed journal articles. Formatting requirements applied without error. Adheres to the word count. |
(8.4–7.5) Content is students own work, frequently clear, correct, and presented logically, demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 1 error. The language of the discipline is frequently used. The assessment is substantiated by 13-14 contemporary peer-reviewed journal articles. Formatting requirements applied with minimal error. Adheres to the word count. |
(7.4–6.5) Content is students own work, mostly clear, correct, and presented logically, demonstrating a sound understanding of the topic. English grammar, spelling, and punctuation conventions have 2 errors. The language of the discipline is mostly used. The assessment is substantiated by 11–12 contemporary peer-reviewed journal articles. Formatting requirements applied with some error. Adheres to the word count. |
(6.4–5) Content is students own work, frequently clear, correct, and presented logically, demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 3 errors. The language of the discipline is used. The assessment is substantiated by 9-10 contemporary peer-reviewed journal articles. Formatting requirements applied with moderate error. Adheres to the word count. |
(4.9–0) Content is not students own work, consistently unclear or incorrect and disorganised demonstrating insufficient understanding of the topic. English grammar, spelling, and punctuation conventions have ≥4 errors. The language of the discipline is infrequently or incorrectly used. The assessment is substantiated by 8 or fewer contemporary peer-reviewed journal articles. Formatting requirements are inaccurate or not applied. Deviates +/- 10% of the word count. |
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Referencing (5%) |
(5–4.25) Acknowledges all sources and meets APA (7th Edition) referencing standards with no errors. Literature cited is published in the last 5 years and sourced from the CQUniversity library. |
(4.2–3.8) Acknowledges majority of sources and/or meets APA (7th Edition) referencing standards with 1 error. Literature cited is published in the last 5 years and sourced from the CQUniversity library. |
(3.75–3.55) Acknowledges most sources and/or meets APA (7th Edition) referencing standards with 2 errors. Literature cited is published in the last 5 years and sourced from the CQUniversity library. |
(3.50–2.5) Acknowledges sources and/or meets APA (7th Edition) referencing standards with 3 errors. Some literature cited is published in the last 5 years and sourced from the CQUniversity library. |
(3.50–2.5) Multiple sources not acknowledged and/or ≥4 APA (7th Edition) referencing errors or references not provided and some references are not sourced from the CQUniversity library. |
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TOTAL |
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- Investigate cognitive and/or sensory function impairment and the impact of these impairments in and on the lives of older people.
- Apply contemporary nursing knowledge, ethical, legal, and professional practice concepts to the nursing care of older adults experiencing cognitive and/or sensory impairment.
- Critically discuss complex nursing care management of the older adult who has cognitive and/or sensory impairment in your context of specialty practice.
- Justify the nursing care of an older adult experiencing cognitive and/or sensory impairment in your context of nursing practice.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
